scholarly journals Active Play in ASP –A matched-pair cluster-randomized trial investigating the effectiveness of an intervention in After-school programs for supporting children’s physical activity

2020 ◽  
Author(s):  
Kirsti Riiser ◽  
Kåre Rønn Richardsen ◽  
Anders Lund Hage Haugen ◽  
Siv Lund ◽  
Knut Løndal
Keyword(s):  
Physical Activity ◽  
Sedentary Behavior ◽  
First Graders ◽  
After School Programs ◽  
Matched Pair ◽  
After School ◽  
School Programs ◽  
Cluster Randomized ◽  
Sedentary Behavior Time

Abstract Background: Interventions directed at after school programs (ASPs) have the potential to support physical activity (PA) in young children. Research has indicated that interventions that emphasize competence building among the ASP staff can lead to increased PA among the children. The present study evaluates the effectiveness of the Active Play in ASP intervention—a program for ASP staff aimed at supporting physical activity physical activity among first graders in ASP. Methods: We used a matched-pair cluster randomized design and included 456 first graders from 14 schools in Norway. From these, 7 ASPs received the intervention (N = 229), while 7 acted as controls (N = 227). Measurements were taken at baseline, immediately post intervention (7 month follow-up) and after a year (19 month follow-up). The primary outcome was moderate and vigorous physical activity (MVPA), which was estimated with predefined cut points of counts per minute (CPM) and expressed as minutes/hour. Secondary outcomes were vigorous and light intensity physical activity (VPA and LPA) and sedentary behavior. The analyses of intervention effects were based on between-group differences in outcome changes between the 3 measurement points and were conducted using a mixed-effects model for repeated measures using categorical time. In separate models, we investigated gender, baseline body mass, and baseline CPM as potential effect modifiers. Results: The intervention yielded no significant short-term or long-term effects in mean MVPA 0.55 min/hour, (95% CI -0.29: 1.38), VPA, LPA, or sedentary behavior. However, subgroup analyses showed that the intervention group had a significant long-term reduction in sedentary behavior time -1.67 min/hour (95% CI -3.12: -0.21) among the 50% of children who were least active at baseline in comparison to the controls. Conclusions: Although the intervention did not significantly increase the mean MVPA among the children in the intervention ASPs compared to controls, it did seem to have an effect by reducing sedentary behavior time among the least active children. An even stronger emphasis on how to identify less active children and support their activity may be needed in order to increase their PA and further reduce sedentary behavior time.

scholarly journals Active Play in ASP –A matched-pair cluster-randomized trial investigating the effectiveness of an intervention in After-school programs for supporting children’s physical activity

2020 ◽  
Author(s):  
Kirsti Riiser ◽  
Kåre Rønn Richardsen ◽  
Anders Lund Hage Haugen ◽  
Siv Lund ◽  
Knut Løndal
Keyword(s):  
Physical Activity ◽  
Sedentary Behavior ◽  
First Graders ◽  
After School Programs ◽  
Matched Pair ◽  
After School ◽  
School Programs ◽  
Cluster Randomized ◽  
Sedentary Behavior Time

Abstract Background: Interventions directed at after school programs (ASPs) have the potential to support physical activity (PA) in young children. Research has indicated that interventions that emphasize competence building among the ASP staff can lead to increased PA among the children. The present study evaluates the effectiveness of the Active Play in ASP intervention—a program for ASP staff aimed at supporting physical activity among first graders in ASP. Methods: We used a matched-pair cluster randomized design and included 456 first graders from 14 schools in Norway. From these, 7 ASPs received the intervention (N = 229), while 7 acted as controls (N = 227). Measurements were taken at baseline, immediately post intervention (7 month follow-up) and after a year (19 month follow-up). The primary outcome was moderate to vigorous physical activity (MVPA), which was estimated with predefined cut points of counts per minute (CPM) and expressed as minutes/hour. Secondary outcomes were vigorous and light intensity physical activity (VPA and LPA) and sedentary behavior. The analyses of intervention effects were based on between-group differences in outcome changes between the 3 measurement points and were conducted using a mixed-effects model for repeated measures using categorical time. In exploratory analyses, we investigated gender, baseline body mass index, and baseline CPM as potential effect modifiers. Results: No significant intervention effects was observed on MVPA (0.55 min/hour [99% CI -0.55:1.64]) or on the secondary outcomes, min/hour of LPA, VPA or sedentary behavior. Exploratory analyses indicated that among the 50% least physically active children at baseline, children in intervention ASPs reduced sedentary time from baseline to 19 months follow up by 1.67 min/hour (95% CI -3.12:-0.21) compared to the controls. Conclusions: Although the intervention did not significantly increase the mean MVPA among the children in the intervention ASPs compared to controls, it did seem to have a small effect by reducing sedentary behavior time among the least active children. An even stronger emphasis on how to identify less active children and support their activity may be needed in order to increase their PA and further reduce sedentary behavior time.

scholarly journals Active Play in ASP –A matched-pair cluster-randomized trial investigating the effectiveness of an intervention in After-school programs for supporting children’s physical activity

2020 ◽  
Author(s):  
Kirsti Riiser ◽  
Kåre Rønn Richardsen ◽  
Anders Lund Hage Haugen ◽  
Siv Lund ◽  
Knut Løndal
Keyword(s):  
Physical Activity ◽  
Sedentary Behavior ◽  
First Graders ◽  
After School Programs ◽  
Matched Pair ◽  
After School ◽  
School Programs ◽  
Cluster Randomized ◽  
Sedentary Behavior Time

Abstract Background : Interventions directed at after school programs (ASPs) have the potential to support physical activity (PA) in young children. Research has indicated that interventions that emphasize competence building among the ASP staff can lead to increased PA among the children. The present study evaluates the effectiveness of the Active Play in ASP intervention—a program for ASP staff aimed at supporting physical activity among first graders in ASP. Methods: We used a matched-pair cluster randomized design and included 456 first graders from 14 schools in Norway. From these, 7 ASPs received the intervention (N = 229), while 7 acted as controls (N = 227). Measurements were taken at baseline, immediately post intervention (7 month follow-up) and after a year (19 month follow-up). The primary outcome was moderate to vigorous physical activity (MVPA), which was estimated with predefined cut points of counts per minute (CPM) and expressed as minutes/hour. Secondary outcomes were vigorous and light intensity physical activity (VPA and LPA) and sedentary behavior. The analyses of intervention effects were based on between-group differences in outcome changes between the 3 measurement points and were conducted using a mixed-effects model for repeated measures using categorical time. In exploratory analyses, we investigated gender, baseline body mass index, and baseline CPM as potential effect modifiers. Results: No significant intervention effects was observed on MVPA (0.55 min/hour [99% CI -0.55:1.64]) or on the secondary outcomes, min/hour of LPA, VPA or sedentary behavior. Exploratory analyses indicated that among the 50% least physically active children at baseline, children in intervention ASPs reduced sedentary time from baseline to 19 months follow up by 1.67 min/hour (95% CI -3.12:-0.21) compared to the controls. Conclusions: Although the intervention did not significantly increase the mean MVPA among the children in the intervention ASPs compared to controls, it did seem to have a small effect by reducing sedentary behavior time among the least active children. An even stronger emphasis on how to identify less active children and support their activity may be needed in order to increase their PA and further reduce sedentary behavior time.

scholarly journals Active Play in ASP –A matched-pair cluster-randomized trial investigating the effectiveness of an intervention in After-school programs for supporting children’s physical activity

2020 ◽  
Author(s):  
Kirsti Riiser ◽  
Kåre Rønn Richardsen ◽  
Anders Lund Hage Haugen ◽  
Siv Lund ◽  
Knut Løndal
Keyword(s):  
Physical Activity ◽  
Sedentary Behavior ◽  
First Graders ◽  
After School Programs ◽  
Matched Pair ◽  
After School ◽  
School Programs ◽  
Cluster Randomized ◽  
Sedentary Behavior Time

Abstract Background : Interventions directed at after school programs (ASPs) have the potential to support physical activity (PA) in young children. Research has indicated that interventions that emphasize competence building among the ASP staff can lead to increased PA among the children. The present study evaluates the effectiveness of the Active Play in ASP intervention—a program for ASP staff aimed at supporting physical activity among first graders in ASP. Methods: We used a matched-pair cluster randomized design and included 456 first graders from 14 schools in Norway. From these, 7 ASPs received the intervention (N = 229), while 7 acted as controls (N = 227). Measurements were taken at baseline, immediately post intervention (7 month follow-up) and after a year (19 month follow-up). The primary outcome was moderate to vigorous physical activity (MVPA), which was estimated with predefined cut points of counts per minute (CPM) and expressed as minutes/hour. Secondary outcomes were vigorous and light intensity physical activity (VPA and LPA) and sedentary behavior. The analyses of intervention effects were based on between-group differences in outcome changes between the 3 measurement points and were conducted using a mixed-effects model for repeated measures using categorical time. In exploratory analyses, we investigated gender, baseline body mass index, and baseline CPM as potential effect modifiers. Results: No significant intervention effects was observed on MVPA (0.55 min/hour [99% CI -0.55:1.64]) or on the secondary outcomes, min/hour of LPA, VPA or sedentary behavior. Exploratory analyses indicated that among the 50% least physically active children at baseline, children in intervention ASPs reduced sedentary time from baseline to 19 months follow up by 1.67 min/hour (95% CI -3.12:-0.21) compared to the controls. Conclusions: Although the intervention did not significantly increase the mean MVPA among the children in the intervention ASPs compared to controls, it did seem to have a small effect by reducing sedentary behavior time among the least active children. An even stronger emphasis on how to identify less active children and support their activity may be needed in order to increase their PA and further reduce sedentary behavior time.

scholarly journals First Graders’ Stationary Behavior in Norwegian After-School Programs: A Mixed Methods Investigation

2021 ◽  
Vol 18 (4) ◽  
pp. 1938
Author(s):  
Knut Løndal ◽  
Siv Lund ◽  
Anders Lund Hage Haugen ◽  
Kirsti Riiser
Keyword(s):  
Physical Activity ◽  
Sedentary Time ◽  
First Graders ◽  
After School Programs ◽  
After School ◽  
Staff Members ◽  
School Programs ◽  
Close Relationship ◽  
Reported Study ◽  
Stationary Behavior

After-school programs (ASPs) might influence the activities and behaviors of children. The aim of the reported study was to investigate how stationary behavior unfolds during ASP time in a sample of Norwegian first graders. A total of 42 first graders from 14 ASPs were observed during one entire ASP day. ActiGraph accelerometers were used to measure the intensity of their physical activity (PA). Children were found to be involved in stationary behavior for 54.9% of the studied ASP time—a median of 79.5 min (IQR = 62.0). However, there was considerable variation among the children in the sample. Most stationary behavior—63.5% of all stationary behavior during ASP time—was accumulated when the children were sitting indoors. The proportion of stationary behavior was significantly higher indoors than outdoors, during adult-managed time than child-managed time, and during time spent together with other children than time spent alone (p < 0.05). In child-managed physical activity play outdoors, stationary behavior commonly occurred during short periods of standing still. Stationary behavior was usually rapidly broken up by longer periods of PA. Stationary periods involved activities in close relationship with other children and appeared to be important for social interaction and friendship building. The researchers suggest that ASP staff members should actively promote physical activity play that breaks up sedentary time and replaces some stationary behaviors with PA, especially among the least active children.

scholarly journals Active Play in After-school Programmes: development of an intervention and description of a matched-pair cluster-randomised trial assessing physical activity play in after-school programmes

BMJ Open ◽  
2017 ◽  
Vol 7 (8) ◽  
pp. e016585 ◽  
Author(s):  
Kirsti Riiser ◽  
Sølvi Helseth ◽  
Hanna Ellingsen ◽  
Bjørg Fallang ◽  
Knut Løndal
Keyword(s):  
Physical Activity ◽  
First Graders ◽  
Randomised Trial ◽  
Matched Pair ◽  
After School ◽  
Cluster Randomised Trial ◽  
Small Scale ◽  
Control Group ◽  
Active Play ◽  
Cluster Randomised

IntroductionInterventions delivered in after-school programmes (ASPs) have the potential to become a means of ensuring adequate physical activity among schoolchildren. This requires a motivational climate, allowing for self-determined play. If trained, ASP staff may represent a valuable resource for supporting such play. Increasing knowledge and supportive skills among ASP staff may also potentially increase their motivation for work. The purpose of this article is to describe the development of the ‘Active Play in ASP’ intervention, which aims to promote physical activity among first graders attending ASP, and to present a protocol for a matched-pair cluster-randomised trial to evaluate the intervention.Methods and analysisInformed by experiences from practice, evidence-based knowledge and theory, the intervention was developed in a stepwise process including focus group meetings and a small-scale pilot test. The intervention contains a course programme for ASP staff to increase their skills in how to support physical activity through play. In a cluster randomised controlled trial, the ASPs will be matched and randomly allocated to receive the 7-month intervention or to a control group. Outcomes will be assessed at baseline, after 7 and 19 months. First graders attending the ASPs included are eligible. The primary outcome will be accelerometer-determined minutes in moderate to vigorous physical activity in the ASP. The study uses a mixed methods approach including observations and interviews to provide rich descriptions of the concept of children's physical activity in ASP. Moreover, the trial will assess whether the ASP staff benefits from participation in the intervention in terms of increased work motivation. Lastly, process evaluations of programme fidelity, satisfaction and suggestions on improvement will be performed.Ethics and disseminationThe study is approved by the Data Protection Official for Research (reference no 46008). Results will be presented in conferences and peer-reviewed journals.Trial registration numberClinical Trials (NCT02954614), pre-results.

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